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# T Stem Mnths Fancher

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From "Building a Functional Foundation in the Algebra Classroom" at TSTEM Best Practices Conference Feb 9/10 2010.

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### T Stem Mnths Fancher

1. 1. Building a Function Foundation Chris Fancher Manor New Tech High School
2. 2. What’s the Plan?
3. 3. What is New Tech?
4. 4. Manor New Tech?
5. 5. Does Your ISD Support You?
6. 6. Where do we start?
7. 7. Rubrics? Yeah, we do rubrics. <ul><li>At-Risk, Emerging, Exemplary -or-Unsatisfactory, Proficient, Exemplary </li></ul><ul><li>Includes TEKS/SE’s </li></ul><ul><li>Includes Point Values </li></ul>
8. 9. Down With OOP Project
9. 10. Emerging Column from Rubric <ul><li>Final Product explains how the order of operations simplify a numeric expression. </li></ul><ul><li>Final Product explains how the order of operations simplify an algebraic expression. </li></ul><ul><li>Includes the direction of PEMDAS within the final product. </li></ul><ul><li>Explains in detail what each letter in PEMDAS stands for. </li></ul><ul><li>Gives examples of each letter in PEMDAS. </li></ul><ul><li>Makes/explains a connection between order of operations and solving algebraic equations. </li></ul><ul><li>Final Product explains how to solve single-step equations. </li></ul><ul><li>Final product explains how to solve multi-step equations. </li></ul>
10. 11. The Art of Math Project
11. 12. Here is the Art of Math Entry Document
12. 13. Parent Functions
13. 14. Emerging Column from Rubric (Pt.1) <ul><li>1. Art piece includes a linear function, a quadratic function, and at least two of the following functions. (Sine, cosine, exponential, logarithmic, cubic, reciprocal, absolute value, square root, cube root, rational) </li></ul><ul><li>Includes graphs of the parent functions of all of the functions used in the art piece. </li></ul><ul><li>Includes the equations of the parent functions of all of the functions used in the art piece. </li></ul><ul><li>How you transformed one of the lines used in the art to make it steeper or less steep than f(x) = x. </li></ul><ul><li>How you transformed one of the lines used in the art to make it move up higher or down lower than f(x) = x. </li></ul>
14. 15. Emerging Column from Rubric (Pt.2) <ul><li>How you transformed one of the lines used in the art to make it move up higher or down lower than f(x) = x. </li></ul><ul><li>How you transformed one of the parabolas used in the art to make it “skinnier or fatter” than f(x)=x 2 . </li></ul><ul><li>How you transformed one of the parabolas used in the art to make it up higher than or down lower </li></ul>
15. 23. Student Work
16. 24. Student Work
17. 25. Where Do We Go Next?
18. 26. Function Video
19. 27. Conjunction Function Project
20. 28. Entry Document
21. 29. Emerging Column from Rubric <ul><li>FINAL PRODUCT INCLUDES 3 RELATIONSHIPS. AT LEAST 1 IS A FUNCTION AND AT LEAST 1 IS NOT A FUNCTION </li></ul><ul><li>FINAL PRODUCT EXPLAINS WHICH THING(s) IN EACH FUNCTION RELATIONSHIP IS THE INPUT ITEM. </li></ul><ul><li>FINAL PRODUCT EXPLAINS WHICH THING(s) IN EACH FUNCTION RELATIONSHIP IS THE OUTPUT ITEM </li></ul><ul><li>FINAL PRODUCT EXPLAINS THE DOMAIN FOR EACH OF THE FUNCTION RELATIONSHIPS. </li></ul><ul><li>FINAL PRODUCT EXPLAINS THE RANGE FOR EACH OF THE FUNCTION RELATIONSHIPS. </li></ul><ul><li>FINAL PRODUCT EXPLAINS HOW THE DOMAIN AND RANGE ARE REASONABLE. </li></ul><ul><li>FINAL PRODUCT SHOWS, IN DETAIL, THE RELATIONSHIP BETWEEN THE INPUT AND THE OUTPUT AND WHY IT IS A FUNCTION (OR NON-FUNCTION). </li></ul>
22. 30. Here are some Student Products <ul><li>Four Videos for your pleasure: </li></ul>
23. 31. Pirate Project